The International Observatory on Academic Achievement - Documentary search

File number :
CS-DSC-13e

Bibliographic reference :
Janosz, M., LeBlanc, M., Boulerice, B., & et Tremblay, R. E. (2000). Predicting Different Types of School Dropouts: A Typological Approach With Two Longitudinal Samples. Journal of Educational Psychology, 92(1), 171-190.

Abstract :

Theoretical context/Study objectives
The authors of this Quebec study (Canada) reiterated the main predictors of school dropout. They reported a consensus within the scientific community concerning the complexity of interactions among risk factors related to this problem. However, the authors pointed to an important shortcoming in terms of clarifying individual differences among dropouts. This shortcoming also concerns the fact that dropout samples are treated as a homogenous group despite existing differences among subjects.

In this perspective, the authors explored the usefulness of a typological approach for studying and preventing school dropout. To this end, three objectives were targeted: i) empirically develop a typology based on personal characteristics in terms of school experience; ii) test the soundness of the typology by replicating this classification on two different samples; and iii) test the predictive validity of the typology.

Methodology
The two longitudinal samples used in this study were from Montréal. The first, representative of this region, was comprised of 791 high school students (55% male students) from grades 7 to 11, first studied in 1974. The second sample also counted 791 high school students (46% male students) from grades 7 to 9, polled in 1986. These young people were white, French-speaking youth from families with low to moderate socio-economic status (SES). Student status data was collected from official Ministère de l’Éducation du Québec (MEQ) documents. In 1985, at least one year prior to leaving school, the students completed a questionnaire providing data related to several spheres of personal development (personal, family, school, peer group).

Results
This analysis revealed four types of dropouts classified on the basis of academic performance, and their engagement and behavioural problems (BP) in school. These types are: i) discreet (40%, poor academic performance but strong school engagement and few BP); ii) disengaged (10%, poor engagement, poor and average academic performance and few BP); iii) underachiever (10%, poor commitment, poor academic performance and few BP); and iv) maladjusted (40%, poor academic performance, poor engagement and many BP). The results supported the internal and external validity of the typology. The authors concluded by emphasizing the importance of typology when developing a dropout prevention and intervention program, and proposed various avenues of differential intervention.

For more details, see file CS-DSC-12.

Links :
This journal is also available in electronic format.

Key Words :
Developmental perspective, Dropout typology, Risk factors, Personal characteristics, Behavioural problems, Family factors, Peer group, School factors, Academic performance, School engagement, Longitudinal study, Quantitative analyse analysis, Secondary/High school

Monitored Countries :
Quebec (Canada)